DOCSLIB.ORG

Spectrum of Emotions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

SPECTRUM OF EMOTIONS From the evolution to the revision of the modern psychiatry and psychology Master Thesis submitted in fulfillment of the Degree Master Business Administration in MBA Study Program Submitted to Dr. Christian Weismayer Lukas Mach 1702504 Vienna, 07.01.2020 II Affidavit I hereby affirm that this Master’s Thesis represents my own written work and that I have used no sources and aids other than those indicated. All passages quoted from publications or paraphrased from these sources are properly cited and attributed. The thesis was not submitted in the same or in a substantially similar version, not even partially, to another examination board and was not published elsewhere. Date Signature III 4 Abstract The thesis describes the phenomenon of “emotions” from a different perspective. The objective of the thesis is to present different theories and research about emotions and examine how the phenomenon has changed through the centuries. For this reason, the title of the thesis also includes “evolutionary.” The different schools and different approaches have tried to define emotions and determine how to classify them. The thesis builds a connection among the most three most important persons in the psychology: Sigmund Freud, Carl Gustav Jung and Stanislav Grof. It shows how these persons are connected in terms of their work, mainly related to the unconscious, and it also includes other important persons in the field of psychology such as Charles Darwin, Karl Jaspers, Robert Plutchik and Paul Ekman. The phenomena of consciousness, the unconscious and suppressed memories constitute important parts in the thesis, offering an insight into the problematic as well as self-healing potential of the human body. Finally, the last part of the thesis is devoted to transpersonal psychology, which has been omitted or rejected by modern psychiatry and psychology for no specific reason. The work also connects the emotional theories to empirical work like in marketing or advertising. The conclusion of the thesis also suggests how theories about emotions can be linked to empirical world, and used in marketing or advertising. 5 Acknowledgements I would like to thank you Dr. Christian Weismayer for his remarks, support and time devoted to my thesis. Besides, I would like to address my gratitude to my whole family in Letohrad, Czech Republic for their understanding, patience and support when writing the thesis. 6 Table of Contents Affidavit .................................................................................................................................................. III Abstract ................................................................................................................................................... 5 Acknowledgements ................................................................................................................................. 6 Table of Contents .................................................................................................................................... 7 Introduction ........................................................................................................................................... 10 1. Definition of emotions .................................................................................................................. 11 1.1. What are emotions? .............................................................................................................. 11 1.2. Various definitions of emotions ............................................................................................ 12 1.3. Distinguishing between emotions versus moods .................................................................. 13 2. Categorisation of feelings .............................................................................................................. 16 2.1. Max Scheler and his categorization of feelings ..................................................................... 16 2.2. Karl Jaspers and his categorisation of feelings ...................................................................... 18 2.3. The other classification of feelings ........................................................................................ 20 2.4. Different approaches to the functionality of emotions ........................................................ 21 2.5. Animal versus human emotions ................................................................................................. 23 3. Emotions and the human brain ..................................................................................................... 25 3.1. Evolution: Shaping of the brain ............................................................................................. 25 3.2. Importance of the amygdala ................................................................................................. 26 3.3. Other important parts of the limbic system .......................................................................... 28 4. The early era of research on emotions ......................................................................................... 32 4.1. Socrates and Aristotle ........................................................................................................... 32 4.2. Charles Darwin and his contributions to emotions ............................................................... 33 5. The 20th century: A new era for research on emotions................................................................ 36 5.1. Sigmund Freud versus the Id, Ego and Superego .................................................................. 36 5.1.1. Freud’s psychosexual stages of development ............................................................... 39 5.1.2. Criticism of Freud’s psychosexual stages of development ............................................ 41 5.2. Carl Gustav Jung and his Contribution to Emotions ................................................................... 42 6. Theories of emotions ..................................................................................................................... 45 6.1. Evolutionary theory of emotion ............................................................................................ 45 7 6.1.1. Charles Darwin .............................................................................................................. 45 6.1.2. Robert Plutchik .............................................................................................................. 46 6.2. Physiological theories of emotions ....................................................................................... 48 6.2.1. The James-Lange theory ................................................................................................ 48 6.2.2. The Cannon-Bard theory ............................................................................................... 49 6.3. Two -factor theory of emotions ............................................................................................ 50 6.4. Behaviouristic theory of emotions ........................................................................................ 54 6.5. Multidimensional theories .................................................................................................... 57 6.6. Constructionist theory ........................................................................................................... 59 6.7. Cognitive appraisal theory ..................................................................................................... 61 7. Revision of the modern psychology and psychiatry according to Stanislav Grof ......................... 65 7.1. Stanislav Grof and research into non-ordinary consciousness ............................................. 65 7.2. LSD as a therapeutical tool .................................................................................................... 66 7.3. Grof and LSD psychotherapy ................................................................................................. 68 7.4. Grof’s cartography of the human psyche .............................................................................. 69 7.5. COEX systems ........................................................................................................................ 70 7.6. Basic perinatal matrices (BPMs) ............................................................................................ 71 7.6.1. First basic perinatal matrix: BMP I (primal union with the mother) ............................. 71 7.6.2. Second perinatal matrix: BMP II. (cosmic engulfment and no exit or hell)................... 72 7.6.3. Third perinatal matrix: BPM III. (the death-rebirth struggle) ........................................ 72 7.6.4. The fourth perinatal matrix BPM IV (the death-rebirth experience) ............................ 73 7.7. Transpersonal domain of the psyche ......................................................................................... 74 Results ................................................................................................................................................... 78 Conclusion ............................................................................................................................................. 83 Limitations ............................................................................................................................................
Recommended publications
  • The Constitution and Revenge Porn

    The Constitution and Revenge Porn

    Pace Law Review Volume 35 Issue 1 Fall 2014 Article 8 Symposium: Social Media and Social Justice September 2014 The Constitution and Revenge Porn John A. Humbach Pace University School of Law, [email protected] Follow this and additional works at: https://digitalcommons.pace.edu/plr Part of the Constitutional Law Commons, Criminal Law Commons, First Amendment Commons, Internet Law Commons, Law and Society Commons, and the Legal Remedies Commons Recommended Citation John A. Humbach, The Constitution and Revenge Porn, 35 Pace L. Rev. 215 (2014) Available at: https://digitalcommons.pace.edu/plr/vol35/iss1/8 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. The Constitution and Revenge Porn John A. Humbach* “Many are those who must endure speech they do not like, but that is a necessary cost of freedom.”1 Revenge porn refers to sexually explicit photos and videos that are posted online or otherwise disseminated without the consent of the persons shown, generally in retaliation for a romantic rebuff.2 The problem of revenge porn seems to have emerged fairly recently,3 no doubt facilitated by the widespread practice of sexting.4 In sexting, people make and send explicit pictures of themselves using digital devices.5 These devices, in their very nature, permit the pictures to be easily shared with the entire online world. Although the move from sexting to revenge porn might seem as inevitable as the shifting winds * Professor of Law at Pace University School of Law.
  • DOCUMENT RESUME Dimensions of Interest and Boredom In

    DOCUMENT RESUME Dimensions of Interest and Boredom In

    DOCUMENT RESUME ED 397 840 IR 018 028 AUTHOR Small, Ruth V., And Others TITLE Dimensions of Interest and Boredom in Instructional Situations. PUB DATE 96 NOTE 16p.; In: Prbceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Brainstorming; Cognitive Style; College Students; Educational Strategies; Higher Education; Instructional Development; *Instructional Effectiveness; Instructional Material Evaluation; *Learning Strategies; Likert Scales; Participant Satisfaction; Questionnaires; Relevance (Education); *Stimulation; Student Attitudes; *Student Motivation; Teacher Role; Teaching Methods IDENTIFIERS ARCS Model; *Boredom; Emotions ABSTRACT Stimulating interest and reducing boredom are important goals for promoting learning achievement. This paper reviews previous research on interest and boredom in educational settings and examines their relationship to the characteristics of emotion. It also describes research which seeks to develop a model of learner interest by identifying sources of "boring" and "interesting" leaming situations through analysis of learners' descriptions. Participants is, the study were 512 undergraduate and graduate students from two universities. Descriptive responses were elicited from 350 students through brainstorming
  • Applying a Discrete Emotion Perspective

    Applying a Discrete Emotion Perspective

    AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task.
  • About Emotions There Are 8 Primary Emotions. You Are Born with These

    About Emotions There Are 8 Primary Emotions. You Are Born with These

    About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. .
  • Impossible Grief:· Motivation and Intention in 1Macheth

    Impossible Grief:· Motivation and Intention in 1Macheth

    IMPOSSIBLE GRIEF:· MOTIVATION AND INTENTION IN 1MACHETH KER WELLS A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE RE~UIREMENTS FOR THE DEGREE OF MASTER OF FINE ARTS GRADUATE PROGRAM IN THEATRE YORK UNIVERSITY, TORONTO, ONTARIO SEPTEMBER 2013 ©KER WELLS, 2013 ii Abstract This paper considers the issues of identification and motivation in Shakespeare's Macbeth. Proceeding from the proposal that the play allows for a remarkable level of audience identification for the characters of Macbeth and Lady Macbeth, considering their heinous acts, reasons for this level of identification are explored. Two events referred to in the text of Macbeth, but preceding the time of the play, are identified as potentially significant motivating factors in the couple's actions: Macbeth's recent experience of intense battle, and the couple's apparent past loss of a child. Supporting textual evidence is presented in addition to third party research into the effects of close combat and Post-Traumatic Stress Disorder, and the psychological effects on parents of losing a child. Various staging and design implications, opportunities, and ideas that result from these proposals are explored with direct reference to the author's production of Macbeth in Toronto's High Park. iii Dedicated to Marilyn Wells, to L.L.M, and to all the others who have taught me. iv TABLE OF CONTENTS Abstract ................................................................................. ii Introduction ..........................................................................
  • Pathos & Ethos: Emotions and Willingness to Pay for Tobacco

    Pathos & Ethos: Emotions and Willingness to Pay for Tobacco

    Francesco Bogliacino, Cristiano Codagnone, Giuseppe Alessandro Veltri, Amitav Chakravarti, Pietro Ortoleva, George Gaskell, Andriy Ivchenko, Francisco Lupiáñez- Villanueva, Francesco Mureddu, Caroline Rudisill Pathos & ethos: emotions and willingness to pay for tobacco products Article (Published version) (Refereed) Original citation: Bogliacino, Francesco, Codagnone, Cristiano, Veltri, Giuseppe Alessandro, Chakravarti, Amitav, Ortoleva, Pietro, Gaskell, George, Ivchenko, Andriy, Lupiáñez-Villanueva, Francisco, Mureddu, Francesco and Rudisill, Caroline (2015) Pathos & ethos: emotions and willingness to pay for tobacco products. PLOS One, 10 (10). e0139542. ISSN 1932-6203 DOI: 10.1371/journal.pone.0139542 Reuse of this item is permitted through licensing under the Creative Commons: © 2015 The Authors CC-BY This version available at: http://eprints.lse.ac.uk/64127/ Available in LSE Research Online: November 2015 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. RESEARCH ARTICLE Pathos & Ethos: Emotions and Willingness to Pay for Tobacco Products Francesco Bogliacino1☯*, Cristiano Codagnone2☯, Giuseppe Alessandro Veltri3☯, Amitav Chakravarti4,5‡, Pietro Ortoleva6‡, George Gaskell4, Andriy Ivchenko7, Francisco Lupiáñez-Villanueva8, Francesco Mureddu8,9, Caroline Rudisill4 1 Universidad
  • An Analysis of Annotated Corpora for Emotion Classification in Text

    An Analysis of Annotated Corpora for Emotion Classification in Text

    An Analysis of Annotated Corpora for Emotion Classification in Text Laura-Ana-Maria Bostan and Roman Klinger Institut fur¨ Maschinelle Sprachverarbeitung University of Stuttgart, Pfaffenwaldring 5b, 70569 Stuttgart, Germany [email protected] [email protected] Abstract Several datasets have been annotated and published for classification of emotions. They differ in several ways: (1) the use of different annotation schemata (e. g., discrete label sets, including joy, anger, fear, or sadness or continuous values including valence, or arousal), (2) the domain, and, (3) the file formats. This leads to several research gaps: supervised models often only use a limited set of available resources. Additionally, no previous work has compared emotion corpora in a systematic manner. We aim at contributing to this situation with a survey of the datasets, and aggregate them in a common file format with a common annotation schema. Based on this aggregation, we perform the first cross-corpus classification experiments in the spirit of future research enabled by this paper, in order to gain insight and a better understanding of differences of models inferred from the data. This work also simplifies the choice of the most appropriate resources for developing a model for a novel domain. One result from our analysis is that a subset of corpora is better classified with models trained on a different corpus. For none of the corpora, training on all data altogether is better than using a subselection of the resources. Our unified corpus is available at http://www.ims.uni-stuttgart.de/data/unifyemotion. Title and Abstract in German Eine Analyse von annotierten Korpora zur Emotionsklassifizierung in Text Es existieren bereits verschiedene Textkorpora, welche zur Erstellung von Modellen fur¨ die automatische Emotionsklassifikation erstellt wurden.
  • A Survey on Performance Evaluation of Emotion Recognition on Unison Model with LSSVM Classifier Miss

    A Survey on Performance Evaluation of Emotion Recognition on Unison Model with LSSVM Classifier Miss

    IJRECE VOL. 7 ISSUE 2 (APRIL- JUNE 2019) ISSN: 2393-9028 (PRINT) | ISSN: 2348-2281 (ONLINE) A Survey on Performance Evaluation of Emotion Recognition on Unison Model with LSSVM Classifier Miss. Mayuri Nikam, Sheetal Thokal Department of Computer Engineering, JSPM’S Imperial college of Engineering and Research, Wagholi Pune. Abstract- The analysis of social networks is a very challenging categorization with two additional emotions and presented his research area while a fundamental aspect concerns the detection categorization in a wheel of emotions. Finally, Profile of Mood of user communities. The existing work of emotion recognition States (POMS) is a psychological instrument that defines a six- on Twitter specifically depends on the use of lexicons and dimensional mood state representation using text mining. The simple classifiers on bag-of words models. The vital question of novel algorithm a Profile of Mood States (POMS) generating our observation is whether or not we will enhance their overall twelve-dimensional mood state representation using 65 performance using machine learning algorithms. The novel adjectives with combination of Ekman’s and Plutchik’s algorithm a Profile of Mood States (POMS) represents twelve- emotions categories like, anger, depression, fatigue, vigour, dimensional mood state representation using 65 adjectives with tension, confusion, joy, disgust, fear, trust, surprise and combination of Ekman’s and Plutchik’s emotions categories anticipation. Previous work generally studied only one emotion like, anger, depression, fatigue, vigour, tension, confusion, joy, classification. Working with multiple classifications disgust, fear, trust, surprise and anticipation. These emotions simultaneously not only enables performance comparisons classify with the help of text based bag-of-words and LSI between different emotion categorizations on the same type of algorithms.
  • This Is Your Brain on Rhetoric”: Research Directions for Neurorhetorics Jordynn Jacka; L

    This Is Your Brain on Rhetoric”: Research Directions for Neurorhetorics Jordynn Jacka; L

    This article was downloaded by: [Appelbaum, L. Gregory] On: 17 November 2010 Access details: Access Details: [subscription number 929642599] Publisher Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37- 41 Mortimer Street, London W1T 3JH, UK Rhetoric Society Quarterly Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t716100769 “This is Your Brain on Rhetoric”: Research Directions for Neurorhetorics Jordynn Jacka; L. Gregory Appelbaumb a Department of English, University of North Carolina, b Center for Cognitive, Neuroscience at Duke University, Online publication date: 15 November 2010 To cite this Article Jack, Jordynn and Appelbaum, L. Gregory(2010) '“This is Your Brain on Rhetoric”: Research Directions for Neurorhetorics', Rhetoric Society Quarterly, 40: 5, 411 — 437 To link to this Article: DOI: 10.1080/02773945.2010.516303 URL: http://dx.doi.org/10.1080/02773945.2010.516303 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
  • Suffering, Pity and Friendship: an Aristotelian Reading of Book 24 of Homer’S Iliad Marjolein Oele University of San Francisco, Moele@Usfca.Edu

    Suffering, Pity and Friendship: an Aristotelian Reading of Book 24 of Homer’S Iliad Marjolein Oele University of San Francisco, [email protected]

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of San Francisco The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Philosophy College of Arts and Sciences 11-2010 Suffering, Pity and Friendship: An Aristotelian Reading of Book 24 of Homer’s Iliad Marjolein Oele University of San Francisco, [email protected] Follow this and additional works at: http://repository.usfca.edu/phil Part of the Classics Commons, and the Philosophy Commons Recommended Citation Oele, Marjolein, "Suffering, Pity and Friendship: An Aristotelian Reading of Book 24 of Homer’s Iliad" (2010). Philosophy. Paper 17. http://repository.usfca.edu/phil/17 This Article is brought to you for free and open access by the College of Arts and Sciences at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Philosophy by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. Suffering, Pity and Friendship: An Aristotelian Reading of Book 24 of Homer’s Iliad Marjolein Oele University of San Francisco [email protected] Book 24 of Homer’s Iliad presents us with one of the most beautiful and chilling scenes of the epic: the scene where Achilles and Priam directly face one another at the point when the suffering (pathos) of each seems to have reached its pinnacle. Achilles’ suffering is centered on the loss of his best friend Patroclus, while the suffering of Priam – although long in the making due to the attack on his city and his family – has reached a new level of despair with the loss of his dearest son Hector.
  • Ambiguous Loss: a Phenomenological

    Ambiguous Loss: a Phenomenological

    CORE Metadata, citation and similar papers at core.ac.uk Provided by SHAREOK repository AMBIGUOUS LOSS: A PHENOMENOLOGICAL EXPLORATION OF WOMEN SEEKING SUPPORT FOLLOWING MISCARRIAGE By KATHLEEN MCGEE Bachelor of Science in Human Development and Family Science Oklahoma State University Stillwater, Oklahoma 2011 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF SCIENCE May, 2014 AMBIGIOUS LOSS: A PHENOMENOLOGICAL EXPLORATION OF WOMEN SEEKING SUPPORT FOLLOWING MISCARRIAGE Thesis Approved: Dr. Kami Gallus Dr. Amanda Harrist Dr. Karina Shreffler ii Name: KATHLEEN MCGEE Date of Degree: MAY, 2014 Title of Study: AMBIGUOUS LOSS: A PHENOMENOLOGICAL EXPLORATION OF WOMEN SEEKING SUPPORT FOLLOWING MISCARRIAGE Major Field: HUMAN DEVELOPMENT AND FAMILY SCIENCE Abstract: Miscarriage is a fairly common experience that is overlooked by today’s society. Miscarriage as simply a female medical issue does not embody the full emotional toll of the experience. Research is lacking on miscarriage and the couple relationship. Even further, a framework for understanding miscarriage is nonexistent. This study aims to explore the phenomenon of miscarriage as well as provide a framework for understanding miscarriage. The current study will look at miscarriage through the lenses of ambiguous loss theory and trauma theory. The sample consisted of 10 females, five who interviewed as individuals and 5 who interviewed with their partners as a couple. Semi-structured, open-ended interviews were conducted with each individual participant, and the five couples were interviewed as a couple as well. From the data, six themes and four subthemes emerged for the female experience: Emotional toll, Stolen dreams, No one understands, He loves me in a different way, Why? I don’t understand, and In the end, I have my faith.
  • LNU-THESIS-2016.Pdf (2.995Mb)

    LNU-THESIS-2016.Pdf (2.995Mb)

    REAL TIME CLASSIFICATION OF EMOTIONS TO CONTROL STAGE LIGHTING DURING DANCE PERFORMANCE A Thesis Presented to The Faculty of the Department of Biomedical Engineering University of Houston In Partial Fulfillment of the Requirements for the Degree Master of Science In Biomedical Engineering By Shruti Ray August 2016 REAL TIME CLASSIFICATION OF EMOTIONS TO CONTROL STAGE LIGHTING DURING DANCE PERFORMANCE _____________________________ Shruti Ray Approved: ________________________________ Chair of The Committee Dr. Jose Luis Contreras – Vidal, Professor, Department of Electrical and Computer Engineering Committee Members: ________________________________ Dr. Ahmet Omurtag, Associate Professor, Department of Biomedical Engineering _______________________________ Dr. Saurabh Prasad, Assistant Professor, Department of Electrical and Computer Engineering, _______________________ ____________________________ Dr. Suresh K. Khator, Dr. Metin Akay, Founding Chair, Associate Dean John S. Dunn Cullen Endowed Professor, Cullen College of Engineering Department of Biomedical Engineering Acknowledgement I would like to show my deepest gratitude for my advisor, Dr. Jose Luis Contreras - Vidal, for his continuous guidance, encouragement and support throughout this research project. I would also like to thank my colleagues from Laboratory for Noninvasive Brain- Machine Interface Systems, for their immense support and encouragement and help in data collection for analysis. I would like to thank Ms. Rebecca B. Valls and Ms. Anastasiya Kopteva for their dancer performances with EEG caps to help me with the data collection. Additionally, I would like to thank all my friends Su Liu, Thomas Potter, Dr. Kinjal Dhar Gupta and my sister Shreya Ray who have supported me in both happy and adverse conditions. Last, but not the least, I would like to thank my parents and family to believe in my dreams and supporting my quest for higher education.